Active skills for reading 4 Kỹ năng đọc English

□ NATIONAL IGEOGRAPHIC :LEARNINGHEINLE1 » cENGAGE learningT H IR D E D IT IO N1What Is ACTIVE Reading? ACTIVE reading is an approach to reading, advocated by Neil J Anderson, that focuses on the following elements: A = Activate Prior Knowledge • Activation of background knowledge improves reading comprehension. • Getting Ready and Before You Read sections elicit learners prior knowledge, and generate interest in the topic, through use of visual prompts and questions.C Cultivate Vocabulary • Vocabulary plays a crucial role in the development of reading ability. • Vocabulary Comprehension sections in each unit examine vocabulary items encountered in the main reading passage. • Vocabulary Skill sections provide learners with explicit skillsbased instruction in how to learn, process, and decipher new vocabulary.T Think About Meaning • In addition to testing for comprehension, the ACTIVE approach encourages learners to think deeply about the meaning of the text. • Check Your Understanding questions focus learners on the main ideas and key details of the text. • Critical Thinking questions require learners to go beyond reading comprehension to analyze each text and the authors intent.= Increase Reading Fluency • Conscious development of reading rate and comprehension are key ingredients in building reading fluency. • Tips for Fluent Reading (pages 8 and 9) encourage learners. to become more aware of their own reading habits. • Four Review Units reinforce learners use of strategies and provide additional reading fluency practice.V Verify Strategies • Learners are encouraged to be aware of what they are doing and why they are doing it, as they read. • Reading strategies are presented in the Reading Skill sections, the Vocabulary Skill sections, and the Real Life Skill section in each unit. • Self Check sections in each Review Unit require learners to monitor the effectiveness of their own use of strategies.E Evaluate Progress • Both qualitative and quantitative evaluation of learners progress is advocated. • The Reading Rate Chart and the Reading Comprehension Chart allow learners to plot their achievements in building reading fluency. • What Do You Think? sections provide opportunities for learners to show comprehension of the unit theme, through verbal or written discussion.For more information on his ACTIVE reading methodology, see Neil J Andersons professional title Exploring Second Language Reading: Issues and Strategies, part of National Geographic Learnings TeacherSource series (ISBN: 0838466850) as well as his online professional development course, ELT Advantage: Teaching ESLEFL Reading.NATIONAL GEOGRAPHIC LEARNING �·� HEINLE • CENGAGE LearmngActive Skills for Reading Stud�nt Book 4, Third Edition Neil J Anderson Publisher, Asia and Global ELT: Andrew Robinson Senior Development Editor: Derek Mackrell Associate Development Editor: Sarah Tan Director of Global Marke�ing: Ian Martin Academic Marketing Manager: Emily Stewart Marketing Communications Manager: Beth Leonard Director of Content and Media Production: Michael Burggren AssociateContent Project Manager: Mark Rzeszutek Manufacturing Manager: Marcia Locke Manufacturing Planner: Mary Beth Hennebury Composition: PreMediaGlobal Cover Design: Page2, LLC Freelance writer: David Bohlke Photo credits © 2014, 2008, 2003 National Geographic Learning, a part 0f (engage Learning. 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For product information and technology assistance, contact us at Cengage Learning Customer Sales Support, 1·800·3549706 For permission to use material from this text or product, submit all requests online at cengage.compermissions Further permissions questions can be emailed to permissionrequestcengage.com ISBN13: 978· 1· 133· 308096 ISBN·lO: 1133·308090 National Geographic Learning 20 Channel Center Street Boston, MA 02210 USA (engage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan. Locate your local office at: international.cengage.comregion Cengage Learning products are represented in Canada by Nelson Education, Ltd. Visit Heinle on line at elt.heinle.com Visit our corporate website at www.cengage.com FRONT MATTER: Unit 1 pll: Robert Adrian HillmanShutterstock.com, p13: Image from www.staffordwidstrand.com, p14: Courtesy of Shannon Switzer, pl9: Monkey Business lmagesShutterstock.com, p20: Michal KowalskiShutterstock.com, p59: Vectorlib.comShutterstock.com, Jim SugarCorbis, ITAR·TASS ltar·Tass PhotosNewscom, KittisakShutterstock.com. l.lnit 2 p27: ollyyShutterstock.com, blambcaShutterstock.com, National NewsZUMAPRESSNewscom, p33: Toni s PanShutterstock.com, Warner BrosEverett Collection, Face to FacePhotoshot. p38: cobalt88Shutterstock.com, Oleksiy MarkShutterstock.com, p62: DESIGN PICS INCNational Geographic, MICHAEL NICHOLSNational Geographic, ROY TOFTNational Geographic, TIM FITZHARRISNational Geographic p108: Mark CarrelShutterstock.com. Unit 3 p41: Philip Lange Shutterstock.com, marco mayerShutterstock.com, p47: kanateShutterstock.com, RAYMOND PATRICKNational Geographic, Courtesy of Amy Russell, Courtesy of Robert Pennicott, LaralovaShutterstock.com, KEENPRESSNational Geographic, p113: Microstock ManShutterstock.com, p162: Jonathan VasataShutterstock.com, Sergey SkleznevShutterstock.com, Mario TamaGetty Images. Unit4 p65: National Geographic, p66: BLUMHOUSE PRODUCTIONS I AlbumNewscom, Everett Collection, Lario TusShutterstock, Christopher ElwellShutterstock, p67: Amy Joh.anssonShutterstock.com, Peter RadacsiShutterstock.com, p71: Archivio GBB I CONTRASTORedux Pictures, p72: WARNER BROS PICTURES I AlbumNewscom, Walt DisneyZUMAPRESSNewscom, p73: alsamuaShutterstock.com, JOEL SARTORENational Geographic, pll6: Angela WayeShutterstock.com, PhipatbigShutterstock.com, Georgios KollidasShutterstock.com, MIGUEL RIOPAStringerAFPGetty Images, p217: National Geographic, Annie Griffiths BeltNational Geographic. Unit 5 p81: Cristian AmorettiShutterstock.com, John Bryson Time Life PicturesGetty Images, Everett Collection Inc I Alamy, EvgenyiShutterstock.com, p87: Daily MailRex I Alamy, Ben MolyneuxAlamy, Warner Brotherscourtesy Everett Collection, pl67: EpicStockMediaShutterstock. com, NASANational Geographic, WILLIAM H. BONDNational Geographic. Unit 6 p93: Rus SShutterstock.com, La Vieja SirenaShutterstock.com, Noam Armonn Shutterstock.com, Gina SandersShutterstock.com, p95: Jiri FlogelShutterstock.com, Felipe TruebaUPPAPhotoshotNewscom, Benedictus I Shutterstock.com, Udaix Shutterstock.com, James ArringtoniStockphoto.com, pl02: carla castagnoShutterstock.com, Spencer PlattGetty Images, AP PhotoElaine Thompson, Spencer PlattGetty Images, p167: RICHARD HEWITT STEWARTNational Geographic, LYNN JOHNSONNational Geographic, MICHAEL MELFORDNational Geographic. Unit 7 pl 21: Subbotina Anna Shutterstock.com, National Geographic, Gianluca Colla National Geographic, RALPH LEE HOPKINSNational Geographic, MICHAEL NICHOLSNational Geographic, National Geographic, pl27: Reinhold LeitnerShutterstock.com, JIM WATSONAFPGetty Images, National Geographic. Unit8 p133: Bobboz Shutterstock.com, p135: NASA SDONational Geographic, Royal Astronomical Society I Science Source I Photo Researchers, Inc., National Geographic, NASANational Geographic, ArtisticPhoto I Shutterstock.com, p141: PANORAMIC IMAGESNational Geographic, Davis Meltzer National Geographic, NASACXCMITF.K.BAGANOFFNational Geographic, ESO I National Geographic, p224: QusheShutterstock.com, The Advertising Archives. Unit 9 BILL ELLZEYNational Geographic, PAUL CHESLEYNational Geographic, National Geographic, JAMES L. STANFIELDNational Geographic, Richard Nowitz National Geographic, Pictorial Press LtdAlamy, GTS ProductionShutterstock.com, KENNETH GARRETTNational Geographic, INTERFOTO I Alamy, The Print CollectorAlamy, KENNETH GARRETTNational Geographic, KENNETH GARRETTNational Geographic, H.M. HERGET National Geographic, Robert GiustiNational Geographic, NED M. SEIDLERNational Geographic, imagebroker I Alamy, NED M. SEIDLERNational Geographic. Unit 10 NED M. SEIDLERNational Geographic, DAVID EDWARDS National Geographic, LYNN JOHNSONNational Geographic, WALTER MEAYERS EDWARDS National Geographic, Library of Congress Prints and Photographs, NORBERT ROSINGNational Geographic, National Geographic, ALISON WRIGHTNational Geographic, PHIL SCHERMEISTERNational Geographic, ROBB KENDRICKNational Geographic, ROBB KENDRICKNational Geographic, TYRONE TURNERNational Geographic, Prisma Bildagentur AG I Alamy. Unit 11 p187: CHARLES R. KNIGHTNational Geographic, GERRY ELLISNational Geographic, COLIN PARKERNational Geographic My Shot I National Geographic, JASON EDWARDS I National Geographic, p189: JOEL SARTORENational Geographic, JOEL SARTORENational Geographic, JOEL SARTORENational Geographic, JOEL SARTORENational Geographic, p195: ROBIN MOORENational Geographic, BRENT STIRTONGETTY IMAGES, JIM BRANDENBURGNational Geographic, JIM BRANDENBURGNational Geographic Unit 12 philipjbigg I Alamy, Guido Alberto RossiGlow Images, Inc., VOLKMAR K. WENTZEL I National Geographic, DAVID ALAN HARVEY I National Geographic, Globe TurnerShutterstock.com, PRiil VESILINDNational Geographic, ZUMA Wire Service I Alamy, Diverse Images I Getty Images, Peeter ViisimaaGetty Images , Eric JamisonGetty Images, Andy KrcipaGetty Images, ZUMA Press, Inc. I Alamy. Printed in Canada 12345671716151 413 Dedication Acknowledgments This book is dedicated to the students and teachers who have used ACTIVE Skills for Reading over the past 10 years. Since 20022003 when the first edition of ACTIVE Skills for Reading was published, thousands of students and teachers have used the book. I know that I had no idea that the,series would be this popular and that we would reach the stage of publishing a third edition. The pedagogical framework for this series is as viable today as it has ever been. As students and teachers use each of the elements of ACTIVE, stronger reading will result. My associations with the editorial team in Singapore continue to be some of my greatest professional relationships. I express appreciation to Sean Bermingham, Derek Mackrell, Andrew Robinson, and Sarah Tan for their commitment to excellence in publishing. I also express appreciation to David Bohlke for his commitment to helping the third edition be stronger than the two previous editions. Neil J Anderson The third edition of Active Skills for Reading maintains the ACTIVE approach developed by reading specialist Professor Neil J Anderson, while introducing several significant improvements. This new edition now has a full color design, presenting the series content in an attractive and student­friendly way. Approximately half of the passages have been replaced with new and engaging topics; the rest have been updated. It also has a wide variety of text types including articles, journals, biogs, and interviews, with later levels featuring readings based on content from National Geographic. Each of the 24 chapters now includes a Motivational Tips section from Professor Anderson, reflecting his current research into student motivation and learning. His reading charts have also been updated to more accurately tr_ack students reading fluency and comprehension progress.Active Skills for Reading, Third Edition features an Assessment CDROM with ExamView® Pro, which has been revised to reflect the needs of learners preparing for standardized tests. This latest edition of Active Skills for Reading series is designed to further enhance students progress, helping them to become more confident, independentand activereaders. Reviewers for this edition ­Mardelle Azimi; Jose Carmona Hillsborough Community College; Grace Chao Soochow University; MeiRong Alice Chen National Taiwan University of Science and Technology; Irene Dryden; Jennifer Farnell Greenwich Japanese School; Kathy Flynn Glendale Community College; Sandy Hartmann University of Houston; Joselle L. LaGuerre;. Margaret V. Layton; Myra M. Medina Miami Dade College; Masumi Narita Tokyo International University; Margaret Shippey Miami Dade College; Satoshi Shiraki; Karen Shock Savannah College of Art and Design; Sandrine Ting; Colin S. Ward Lonestar College; Virginia West Texas AM University; James B. Wilson; MingNuan Yang Chang Gung Institute of Technology; Jakchai Yimngam Rajamangala University of Technology Reviewers ofthe second edition� ChiouIan Chern National Taiwan Normal University; Cheongsook Chin English Campus Institute, lnje University; Yang Hyun JungAng Girls High School; Li Junhe Beijing No.4 High School; Tim Knight Gakushuin Womens College; Ahmed M. Motala University of Sharjah; Gleides Ander Nonato Colegio Arnaldo and Centro Universitario Newton Paiva; Ethel Ogane Tamagawa University; Seung Ku Parl< Sunmoon University; Shuchien, Sophia, Pan College of Liberal Education, ShuTe University; Marlene Tavares de Allmeida Wordshop Escola de Linguas; Naowarat Tongkam Silpakorn University; Nobuo Tsuda Kenan University; Hasan Huseyin Zeyrek Istanbul Ki.iltOr University Faculty of Economics and Administrative Sciences 3 Contents Unit Chapter Reading Skill Vocabulary Skill Real Life Skill 1 WThoer kW orld of Not Your Typical Predicting The Root Word Reading Job Ads 9 to5 Job tenltain Magazine article Job Interview Skimming for Content Homophones Types Page 11 Web article 2 CCuolmtupruet er UWnrimtearss kainngd Virus Understanding The Root Word Reading Computer Hackers Inference plic Advertising Reference article Female Virus Writer Inferring Personality The Root Word Packs Punch graphgraphy Page25 Magazine article 3 TrAdavveenltures Into the Heart of a Scanning Adverbs of Emotion Choosing a Travel Family in Casablanca Guidebook Magazine article Travel for Good Previewing The Root Word feet Page39 Magazine article Review 1 Fluency Strategy: Muscle Reading Getting That Job Using Social Media Web article Page53 Fluency Practice: 1. White Hat and Black Hat Hackers Reference article 2. A Kenyan Safari Journal entry4 tHhaeu nPtaesdt by The Vanishing Skimming for Main The Root Word mort Types of Stories Hitchhikers Ideas Reference article The Bell Witch Identifying Meaning The Root Word , Page 65 Reference article from Context poslpon 5 A Good Read What Exactly IS a Recognizing Simile The Root Word scribe Understanding Short Story? and Metaphor Literary Terms Magazine article An Interview with Scanning Phrasal Verbs J.K. Rowling Page 79 Web interview 6 AG eNneewration of Emotional Intelligence Skimming The Root Word tend Determining Your Reference article Intelligence Thinking Left Brains, Right Identifying Main and The Root Word cap Brains, and Board Supporting Ideas Games Page 93 Reference article Review 2 Fluency Strategy: SQSR; The Ghost Hunters Bookstore Webpage Page 107 Fluency Practice: 3. So, You Want to Be a Fiction Writer? Magazine article . 4. The Theory of Multiple Intelligences Reference article4 Unit Chapter Reading Skill Vocabulary Skill Real Life Skill 7 TItism Dei nner The Mediterranean Identifying Meaning Numerical Root Understanding Diet from Context Words: mono, dee, Punctuation Reference article cent, and mill Genetically Modified Arguing For and The Root Word sist Food Against a Topic Page 119 Newspaper article 8 BEaertyohn d Planet Solar Storms Understanding The Root Word rupt Remembering What Reference article Inference You Read Star Struck Scanning The Root Word vac Page 133 Reference article 9 UPanseta rthing the The Search for Identifying Fact The Prefix ob Using a Thesaurus Cleopatra Versus Opinion Magazine article Where Inca Kings Identifying Meaning The Root Word mit Lie from Context Page 147 Reference artiicte Review 3 Fluency Strategy: PARCER; Trans Fats in Trouble Newspaper article Page 161 Fluency Practice: 5. Changes in Our Solar System Reference article 6. Archaeological Methods and Techniques Reference article10 LLiafneg uage and The Exodus of Identifying Cause and The Suffixa Using a Pronunciation Languages Effect Key Magazine artlcle Life with the Identifying Main and The Root Words lit Tarahumaras Supporting Ideas and lex Page 173 Newspaper article 11 WCoilndsliefrve ation The Race to Rescue Understanding The Root Words viv Animal Terminology Koalas Inference genlnatbio Magazine article Rhino Wa,s Scanning for The Prefix nonNames and Page 187 Magazine article Numbers 12 Global Beats Brazil: A Musical Identifying Meaning The Prefix ad The Orchestra Melting Pot from Context Reference article HipHop Planet Identifying Main Phrasal Verbs with up Ideas Within and out Page 201 Magazine article Paragraphs Review4 Ruency Strategy: Reading ACTIVEiy; Language Survivors Newspaper artide Page 215 Fluency Practice: 7. Living on the Edge Magazine article 8. Music and Advertising Reference article5 Vocabulary Learning Tips Learning new vocabulary is an important part of learning to be a good reader. Remember that the letter C in ACTIVE Skills for Reading reminds us to cultivate vocabulary. 1 Decide if the word is worth learning now As you read, you will find many words you do not know. You will slow your reading fluency if you stop at every new word. For example, you should stop to find out the meaning of a new word if: a. you read the same word many times. b. the word appears in the heading of a passage, or in the topic sentence of a paragraphthe sentence that gives the main idea of the paragraph.2 Record information about new words you decide to learn Keep a vocabulary notebook in which you write words you want to remember. Complete the following information for words that you think are important to learn: New word Translation Part of speech Sentence where found healthy 1�adjective Oliver is wellknown for sharing his secrets of cooking healthy food. I exercise to stay fit and healthy. 3 Learn words from the same family For many important words in English that you will want to learn, the word is part of a word family. As you learn new words, learn words in the family from other parts of speech (nouns, verbs, adjectives, adverbs, etc.). Noun Verb Adjective Adverb happiness happy happily 4 Learn words that go with the key word you are learning When we learn new words, it is important to learn what other words are frequently used with them. These are called collocations. Here is an example from a students notebook. long take twoweek next week goon a short vacation in Italy need summer· with my family have school by myself 6 5 Create a word web A word web is a picture that helps you connect words together and helps you increase your vocabulary. Here is a word web for the word frightened: a frightened child easilyf rightened terriblyfrightened ........ calm 6 Memorize common prefixes, roots, and suffixes fright (n) scared terrified Many English words can be divided into different parts. We call these parts prefixes, roots, and suffixes. A prefix comes at the beginning of a word, a suffix comes at the end of a word, and the root is the main part of the word. In your vocabulary notebook, make a list of prefixes and suffixes as you come across them. On page 238 there is a list of prefixes and suffixes in this book. For example, look at the word unhappily. prefix: un (meaning not) suffix: ly (meaning an adverb) unhappily 1 root: happy 7 Regularly review your vocabulary notebook You should review the words in your vocabulary notebook very often. The more often you review your list of new words, the sooner you will be able to recognize the words when you see them during reading. Set up a schedule to go over the words you are learning. 8 Make vocabulary flash cards Flash cards are easy to make, and you can carry them everywhere with you. You can use them to study while you are waiting for the bus, walking to school or work, or eating a meal. You can use the flash cards with your friends to quiz each other. Here is an example of a flash card: cut Front potong �)J� � He is cutting an apple.Back translation example sentence 7 Tips for Fluent Reading 8 Find time to read every day. Find the best time of day for you to read. Try to read when you are not tired. By reading every day, even for a short period, you will become a more fluent reader. Look for a good place to read. It is easier to read and study if you are comfortable. Make sure that there is good lighting in your reading area and that you are sitting in a comfortable chair. To make it easier to concentrate, try to read in a place where you won� be interrupted. Use clues in the text to make predictions. Fluent readers make predictions before and as they read. Use the title, subtitle, pictures, and captions to ask yourself questions about what you are going to read. Find answers to the questions when you read. After reading, think about what you have learned and decide what you need to read next to continue learning. Establish goals before you read. Before you read a text, think about the purpose of your reading. For example, do you just want to get a general idea of the passage? Or do you need to find specific information? Thinking about what you want to get from the reading will help you decide what reading skills you need to use. Notice how your eyes and head are moving. Good readers use their eyes, and not their heads, when they read. Moving your head back and forth when reading will make you tired. Practice avoiding head movements by placing your elbows on the table and resting your head in your hands. Do you feel movement as you read? If you do, hold your head still as you read. Also, try not to move your eyes back over a text. You should reread part of a text only when you have a specific purpose for rereading, for example, to make a connection between what you read previously and what you are reading now. Try not to translate. Translation slows down your reading. Instead of translating new words into your first language, first try to guess the meaning. Use the context (the other words around the new word) and word parts (prefixes, suffixes, and word roots) to help you guess the meaning. I : .. � , ,.. � • .. • � h t ... > .,., � .� · � �,, Read in phrases rather than word by word. Dont point at each word while you read. Practice reading in phrasesgroups of words that go together. Engage your imagination. Good readers visualize what they are reading. They create a movie in their head of the story they are reading. As you read, try sharing with a partner the kinds of pictures that you create in your mind. Avoid subvocalization. Subvocalization means quietly saying the words as you read. You might be whispering the words or just silently saying them in your mind. Your eyes and brain can read much faster than you can speak. If you subvocalize, you can only read as fast as you can say the words. As you read, place your finger on your lips or your throat. Do you feel movement? If so, you are subvocalizing. Practice reading without moving your lips. Dont worry about understanding every word. Sometimes, as readers, we think we must understand the meaning of everything that we read. It isnt always necessary to understand every word in a passage in order to understand the meaning of the passage as a whole. Instead of interrupting your reading to find the meaning of a new word, circle the word and come back to it after you have finished reading. Enjoy your reading. Your enjoyment of reading will develop over time. Perhaps today you do not like to read in English, but as you read more, you should see a change in your attitude. The more you read in English, the easier it will become. You will find yourself looking forward to reading. Read as much as you can. The best tip to follow to become a more fluent reader is to read whenever and wherever you can. Good readers read a lot. They read many different kinds of material: newspapers, magazines, textbooks, websites, and graded readers. To practice this, keep a reading journal. Every day, make a list of the kinds of things you read during the day and how long you read each for. If you want to become a more fluent reader, read more Are You an ACTIVE Reader? Before you use this book to develop your reading skills, think about your reading habits, and your strengths and weaknesses when reading in English. Check the statements that are true for you. Start of course End of course 1 I read something in English every day. D D 2 aI tnrdy twoo rneat db ew ihnetererr uImpt ecdo.m fortable D D 3 I make predictions about what Im going to read before I start reading. D D 4 I think about my purpose of reading before I start reading. D D 5 I keep my head still, and move only my eyes, when I read. D D 6 I try not to translate words from English to my first language. D D 7 I read in phrases rather than word by word. D D 8 I try to picture in my mind what Im reading. D D 9 I read silently, without moving my lips. D D 10 I try to understand the meaning of the punadssearsgtea,n adnindg t ry not to worry about D D the meaning of every word. 11 I usually enjoy reading in English. D D 12 I try to read as much as I can, especially outside class. D DFollow the tips on pages 89. These will help you become a more active reader. At the end of the course, answer this quiz again to see if you have become a more fluent, active reader. 10 .�=== ·_:::::_:::::_:::::�_... _.._ __ _::: _:::::..=�...:::::=__ .=.·.._. __. .. _,_�: . . � . . What Kind of Job Is Right fo.r You? 1 Id like to work in one company for my whole life. 2 I cant enjoy a job unless it is quite challenging. 3 I prefer working with other people than working alone: 4 1.d be. happiest vyith a_job t�at h�s reg�lar ho_ urs .. 5 A position with power and status is attractive to me. 6 I wouldnt like a job with too much responsrbility: 7 � want a jol3 thatallows me·to contribute to· . Agr�e D D D D D D D Somewhat �gre� . Dis�gree. D D D D D D .D D ·o·DD D D D fa: �:10 t) society. My main motivation for working is to make money. . . . . . Id prefer to work part time instead of full time. No matter what i do, f want to have as much free �ime �s po�sible., D D j DDDD D tJ Getting Ready Complete the survey above by checking (v) the boxes that apply to you. Then discuss the following questions with a partner. 1 What kinds of jobs are most popular for graduates in your country at the moment? 2 What jobs in your country are considered to be good jobs? Why? 11 UNIT 1 Before You Read Careers Reading Skill Predicting Good readers think about what they are going to read before they actually start reading. They first skim the passage for clues to what it will be about, and then they use this information to activate their background knowledge on the topic. 12 UNIT 1 Chapter 1 CHAPTER 1 Not Your Typical 9to5 Job A Match these jobs with their descriptions. Write ah. a animal trainer e picture editor b archaeologist c biologist d nature conservationist f tour guide g veterinarian h wildlife photographer 1 __ studies plant and animal life 2 __ takes pictures of animals 3 __ gives treatment and medical care to animals 4 __ teaches animals how to behave and perform certain tasks 5 __ protects and manages the local environment 6 __ chooses images to use in a newspaper, magazine, or website 7 __ shows visitors around an area and gives them information 8 __ studies ancient societies by examining the remains of buildings, tools, etc. B Discuss the following questions with a partner. 1 Which job above would interest you? Why? 2 What qualities would someone need to be successful in that job? A Skim the article on the next two pages quickly. Read the title, subtitles, and the opening paragraph, then look at the photos and read the accompanying captions. B The following are interview questions from the article. Based·on what you read in A, what do you think Widstrand and Switzers responses will be? Discuss your answers with a partner. 1 What did you want to be when you were growing up? 2 How did you get started in your field of work? 3 What inspires you? 4 What has been your favorite experience in the field? C Now skim the article to see if your answers in B were close. D Read the entire article carefully. Then answer the questions on page 15. Not Your Typical 9to5 Job Many people dream of attaining a steady job with normal work hours and a reasonable commute, perhaps in a large cosmopolitan city. Others desire something else. Here are two people who knew from an early age that they didnt want a typical 9to5 job. With determination and tenacity, they managed to find work in areas that they are passionate about. 5 Staffan Widstrand wildlife photographer and nature conservationist What did you want to be when you were growing up? As a child, I remember having it all figured out I was 10 going to be an ice hockey star during winter, a soccer star during summer, and a pop star during spring and autumn. Later on I wanted to be an archaeologist, an explorer, and a photographer. How did you get started in your field of work? 15 I was in love with the naturalr world from the start. I wantedWidstrand is passionate about preserving the natural environment and heritage for future generations. to know everything about animals. At 13, I became passionate about birds, and I still am. I also became passionate about other places, other countries, other cultures, and otlher languages. The horizon, and anything beyond it felt like a promise, not a threat. I started taking pictures at 13, but it took until I was 25 before I started my own company as a 20 photographer. Before that, I was trained as an army officer and as a metal worker, but after a while I realized that none of that really was my thing. So I became a nature tour guide at 22, taking ecotourists all around the worldand being paid for it I was also a picture editor at a major book publishing company. What inspires you? I feel very strongly about a number of thingshuman 25 rights, indigenous peoples1 very special rights, democracy, freedom, and tolerance. But the issue I have chosen to really go deep into and try to make a difference for, is nature conservation and the survival of our natural heritage. we must take better care of and respect this 30 ancient heritage of ours, not only for ethical reasons, but also for pure human reasons. We need our natural heritage to lead happy lives, to feel real joy, and to be able to understand ourselves. What has been your favorite experience 35 in the field? a closeup of an owl taken by Widstrand for his book Wild Sweden There have been so manyhuman experiences, cultural experiences, natural experiencescamping among lions, touching a wild polar bears nose, sleeping in the rain forest, and waking up to monkeys. 1 Indigenous people are ethnic groups that have existed in an area prior to colonization or the formation of a nation state,Not Your Typical 9to5 Job 13 Shannon Switzer writer and water conse1Vationist 40 What did you want to be when you were growing up? When I was little, I actually wanted to be an animal. I would literally run around on all fours pretending to be a dog, horse, cheetah, dolphinI morphed 45 into different animals all the time. By the time I got to middle school and high school, I had moved on to wanting to be a zoo veterinarian or trainer at Seaworld.2How did you get started in your field of work? 50 Ive always loved the outdoors, the mountains and Switzer is dedicated to making sure our oceans and rivers are clean. ocean alike, and growing up in San Diego allowed me to explore both of these diverse ecosystems. I doubled3 in Environmental Studies and Biological Sciences, which gave me ample opportunity to get out in the field. What inspires you? 55 The ironic part about my dedication to conserving fresh water is my love for its salty cousin. Dont get me wrong. I love exploring rivers, lakes, and waterfalls, and I know that fresh water is our most precious and limited resource on Earth. That alone is enough reason to be dedicated to preserving it However, the true driving force behind my obsession with keeping fresh water clean is my desire to keep the ocean clean. My belief that we should be able to enjoy spending time in our rivers, lakes, and 60 oceans without worrying about it adversely affecting our health is what motivates me daily. What has been your favorite experience in the field? A moment that will always be frozen in time for me occurred when I was photographing whale sharks. I had been following a shark who suddenly disappeared down to the depths. I brought my head up out of the water to determine where the rest of my small team had gone. When I put my head back in the 65 water, I discovered another whale shark directly beneath me. We swam together for nearly 20 minutes. Fortunately, he was headed in the direction of my team. once we had nearly reached them, he paused. He stared at me with his curious round eye and then turned and headed in the direction from where we had just come. Theres always something surreal about spending time with a wild animal that has chosen to approach 70 and hang out on its own terms. In this case, I felt like Id made a new friend. 2 SeaWorld is a marinebased theme park in the United States. 3 If a university student doubles (short for double major) in two fields, he or she completes all the coursework of two majors in a single degree program. 14 UNIT 1 Chapter 1 A Complete the following sentences with information from the article. 1 When he was younger, Widstrand saw the future not as a threat but as a(n) _____ 2 Widstrands first brush with environmental work involved him being a tour guide for before running his own business doing 3 In terms of social issues, Widstrand is most concerned about ______ and saving our ______ 4 Because she grew up in San Diego, Switzer was able to explore both______ and ______ 5 According to Switzer, the Earths most precious and limited resource is 6 After Switzer had swum with the whale shark for 20 minutes, it stopped, ______ at her, and then turned around. B Read the following statements. Check (.I) whether they are true for Staffan Widstrand (W) andor Shannon Switzer (S). This person ... w s 1 2 3 4 5 6 7 8 knew at an early age that he or she didnt want a 9to5 job. is a conservationist. wanted to be an animal as a child . wanted to be athlete as a child. loves animals. ,·� worked as an editor. .. ,.is passionate about human rights and democracy. describes his or her experience photographing a whale shark. C Discuss the following questions with a partner. I• � . 1 What would be the advantages and disadvantages of the types of jobs that Widstrand and Switzer do, compared to a regular 9to5 job? 2 How would you describe Widstrand and Switzer? Do you think you have any similar qualities? Reading Comprehension Check Your Understanding Critical Thinking Not Your Typical 9to5 Job 15 Vocabulary Comprehension Definitions A Match the words in the box to the correct definitions. Write aj. The words are from the passage. a cosmospolitan f literally b tenacity g attain c horizon h ironic d tolerance i adversely e heritage surreal 1 __ willingness to accept attitudes and beliefs different from your own 2 __ badly or unfavorably 3 __ having people from many parts of the world 4 __ where the earth and sky appear to meet 5 __ to achieve something that one desires or has worked for 6 __ very strange or unusual; like a dream 7 __ determination 8 __ in a way that uses the ordinary or usual meaning of the word 9 __ objects and qualities that have been passed down from previous generations 10 __ using words that mean the opposite of what you really think, especially to be funny B Complete the follow_ ing sentences using the words from A. You might have to change the form of the word. 1 Many business leaders feel the key to success is ______ 2 The new law aims to promote more and respect among different members of the community. 3 I have taken over 500 photographs in the past week. 4 We lit a campfire after the sun went below the ______ 5 After several ,years of hard work, my brother finally ______ his PhD in molecular biology. 6 My mother belongs to a committee that aims to preserve our towns cultural _____ _ 7 London is a very ______ city, with people of many races and nationalities living and working together. 8 It was to meet my childhood idol in person. 9 Isnt it that Jeff is a technology specialist, but he doesnt own a computer or phone? 10 Without a doubt, arriving late for your interview will_ __ ___ affect your chances of getting the job. Motivational Tip: Start with the question why? Successful readers are always ableto answer the question why ? Why am I reading this material? Why am I doing this? Why do I want to be a better reader? When we understand why we are engaging in a task, we are able to maintain our motivation when things get difficult. Write two reasons why you want to be a better reader and share them with your classmates. 16 UNIT 1 Chapter 1 . . . . • � � • � � � ,._ • • � M • , �. � H .. � � .,. ,.., � � .. , ;; � • � f � ., A Complete the following words using the root words ten or tain. With a partner, write the part of speech and a simple definition for each word. Then check your answers using a dictionary. r Word Part of Definition Speech 1 abs 2 unat able 3 de 4 at 5 re 6 con er 7 SUS able 8 ant 9 ure 10 main 11 ob 12 acious B Complete the following sentences using the correct form of the words from A. 1 How long should you ______ your receipt after buying an expensive item? 2 Gary was surprised to see that the ______ the villagers were using to store water in were old oil drums. 3 Paul has decided to from caffeine to see if he sleeps better. 4 I want to rent out my basement to a new ______ . The person living there now is too noisy. 5 Anna wants to work as a photojournalist in Thailand but is having trouble _ _ _ _ _ _ a work permit. C Now write four more sentences using any of the remaining words from A. Share your ideas with a partner. 1 2 3 4 Vocabulary Skill The Root Word tenltain In this chapter, you read the words attain and tenacity. Both are formed using the root word ten or tain, which comes from the Latin word tenere, meaning hold on or persist. Ten or tain can be combined with prefixes, suffixes, and other root words to form many words in English. Not Your Typical 9to5 Job 17 UNIT 2 Before You Read Youre Hired Reading Skill Skimming for Content Skimming for content is a useful skill that can help you read and comprehend faster. You can get a good idea of the content of a passage without reading every word or sentence. By skimming quickly over the text, you can pick up on the main idea and main points of the passage. 18 UNIT 2 Chapter 2 CHAPTER 2 Job Interview Types A Discuss the following questions with a partner. 1 Have you ever had a job interview? What job was the interview for? 2 What types of interviews have you heard of or have gone through? Which are common in your country? 3 Is there any interview type you prefer or think you would do well in? B Match the following expressions with their definitions. 1 __ have a say in 2 __ jot down 3 __ win others over 4 __ weed out 5 __ take something personally a write down quickly and simply b be part of an action or decision c remove what isnt needed or wanted d gain the approval of people e assume something is an insult A Do you know about the different types of job interviews?� the correct word or phrase to complete the following sentences. 1 Unqualified candidates are rejected early at a (screening I oneonone) interview.· 2 Taking notes is (unnecessary I a good idea) in a telephone interview. 3 Salary issues are best (dealt with I avoided) in a telephone interview. 4 Rescheduling surprise telephone interviews is probably a (good I bad) idea. 5 If you are required to attend a oneonone interview, you (might get I have probably already gotten) the job. 6 If you are at a lunch interview, you should order (whatever you like I what the interviewer suggests). 7 Employees see how candidates interact with each other at a (committee I group) interview. 8 An interviewer might purposely fall silent at a (group I stress) interview. B Spend one minute skimming the passage on the next two pages. Then review your answers in A and change any that you think are incorrect. C Now read the entire passage carefully. Then answer the questions on page 21. •Jo•b• •In•te•rv•i•ew• •Ty•p•e•s• •••• If you are going to apply for a job in the United States, be prepared in advance for the types of interviews you can expect during the hiring process. Here are the major ones, and tips on 5 how to handle them. Screening Interview A screening1 interview is meant to weed out unqualified candidates. Interviewers will work from an outline of points they want to cover, 10 looking for inconsistencies in your resume and challenging your qualifications. Provide answers to their questions, and never volunteer any additional information; this could work against you. one type of screening interview is the telephone interview. Telephone Interview Telephone interviews are merely screening interviews meant to eliminate poorly qualified 15 candidates so that fewer people will need to be brought in and interviewed in person. You might be called out of the blue,2 or a telephone call to check on your resume might turn into an interview.Your mission is to be invited for a personal facetoface interview. Here are some tips for telephone interviews: • Anticipate the dialogue. Write a general script with answers to questions you might be 20 asked. Focus on skills, experiences, and accomplishments. Practice until you are comfortable. • Keep your notes handy.3 Have any key information, including your resume and notes about the company, next to the phone. You will sound prepared if you dont have to search for information. Make sure you also have a notepad and pen so you can jot down notes and any questions you would like to ask at the end of the interview. 25 • Be prepared to think on your feet. If you are asked to participate in a roleplaying situation, give short but concise answers. Accept any criticism with tact and grace.4 • Avoid salary issues. If you are asked how much money you would expect, try to avoid the issue by using a delaying statement, or give a very broad range. At this point, you do not know how much the job is worth. 30 • Push for a facetoface meeting. Sell yourself by closing with something like: I am very interested in exploring the possibility of working in your company. I would appreciate an opportunity to meet with you in person. I am free either Tuesday afternoon or Wednesday morning. Which would be better for you?• Try to reschedule surprise telephone interviews. If you were called unexpectedly, try to35 set an appointment to call so you can be better prepared by saying something like: I have a scheduling conflict right now. Can I call you back tomorrow after work, at 6 p.m.? ..,. 1 To screen someone or something is to look carefully in order to evaluate it. 2 Something that happens out of the blue happens suddenly or without warning. 3 To keep something handy is to have it nearby or ready for reference. 4 To accept or handle something with grace is to do it with good humor or goodwill. Job Interview Types 19 oneonone Interview In a oneonone interview, it has already been established that you have the skills and education 40 necessary for the position. The interviewer wants to see if you will fit in with the company, and how your skills will complement the rest of the department. Your goal in a oneonone interview is to establish rapport with the interviewer and show him or her 45 that your qualifications will benefit the

What Is ACTIVE Reading? ACTIVE reading is an approach to reading, advocated by Neil J Anderson, that focuses on the following elements: A = Activate Prior Knowledge • Activation of background knowledge improves reading comprehension • Getting Ready and Before You Read sections elicit learners' prior knowledge, and generate interest in the topic, through use of visual prompts and questions Cultivate Vocabulary C • Vocabulary plays a crucial role in the development of reading ability • Vocabulary Comprehension sections in each unit examine vocabulary items encountered in the main reading passage • Vocabulary Skill sections provide learners with explicit skills-based instruction in how to learn, process, and decipher new vocabulary T Think About Meaning • In addition to testing for comprehension, the ACTIVE approach encourages learners to think deeply about the meaning of the text • • = Check Your Understanding questions focus learners on the main ideas and key details of the text Critical Thinking questions require learners to go beyond reading comprehension to analyze each text and the author's intent Increase Reading Fluency • Conscious development of reading rate and comprehension are key ingredients in building reading fluency • Tips for Fluent Reading (pages and 9) encourage learners to become more aware of their own reading habits • Four Review Units reinforce learners' use of strategies and provide additional reading fluency practice V Verify Strategies • Learners are encouraged to be aware of what they are doing and why they are doing it, as they read Reading Skill sections, the Vocabulary Skill sections, and the Real Life Skill section in each unit • Self Check sections in each Review Unit require learners to monitor the effectiveness of their own use • Reading strategies are presented in the of strategies E Evaluate Progress • Both qualitative and quantitative evaluation of learners' progress is advocated • The Reading Rate Chart and the Reading Comprehension Chart allow learners to plot their achievements in building reading fluency • What Do You Think? sections provide opportunities for learners to show comprehension of the unit theme, through verbal or written discussion For more information on his ACTIVE reading methodology, see Neil J Anderson's professional title Exploring Second Language Reading: Issues and Strategies, part of National Geographic Learning's TeacherSource series (ISBN: ELT Advantage: Teaching ESL/EFL Reading 0-8384-6685-0) as well as his online professional development course, NATIONAL GEOGRAPHIC LEARNING �·� HEINLE • - CENGAGE Learmng Active Skills for Reading Stud�nt Book 4, Third Edition Neil J Anderson Publisher, Asia and Global ELT: Andrew Robinson Senior Development Editor: Derek Mackrell Associate Development Editor: Sarah Tan Director of Global Marke�ing: Ian Martin Academic Marketing Manager: Emily Stewart Marketing Communications Manager: Beth Leonard Director of Content and Media Production: Michael Burggren Associate-Content Project Manager: Mark Rzeszutek Manufacturing Manager: Marcia Locke Manufacturing Planner: Mary Beth Hennebury Composition: PreMediaGlobal Cover Design: Page2, LLC Freelance writer: David Bohlke © 2014, 2008, 2003 National Geographic Learning, a part 0f (engage Learning All RIGHTS RESE.RVED No part of this work covered by the copyright herein may be reproduced, transmitted, stored or used in any form or by any means graphic; electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the publisher For product information and technology assistance, contact us at Cengage Learning Customer & Sales Support, 1·800·354-9706 For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be emailed to permissionrequest@cengage.com ISBN-13: 978·1·133·30809-6 ISBN·lO: 1-133·30809-0 National Geographic Learning 20 Channel Center Street Boston, MA 02210 USA (engage Learning is a leading provider of customized learning solutions with office locations around the globe, including Singapore, the United Kingdom, Australia, Mexico, Brazil, and Japan Locate your local office at: international.cengage.com/region Cengage Learning products are represented in Canada by Nelson Education, Ltd Visit Heinle online at elt.heinle.com Visit our corporate website at www.cengage.com Photo credits FRONT MATTER: Unit pll: Robert Adrian Hillman/Shutterstock.com, p13: Image from www.staffordwidstrand.com, p14: Courtesy of Shannon Switzer, pl9: Monkey Business lmages/Shutterstock.com, p20: Michal Kowalski/Shutterstock.com, p59: Vectorlib.com/Shutterstock.com, Jim Sugar/Corbis, ITAR·TASS ltar·Tass Photos/Newscom, Kittisak/Shutterstock.com l.lnit p27: ollyy/Shutterstock.com, blambca/Shutterstock.com, National News/ZUMAPRESS/Newscom, p33: Tonis Pan/Shutterstock.com, Warner Bros/Everett Collection, Face to Face/Photoshot p38: cobalt88/Shutterstock.com, Oleksiy Mark/Shutterstock.com, p62: DESIGN PICS INC/National Geographic, MICHAEL NICHOLS/National Geographic, ROY TOFT/National Geographic, TIM FITZHARRIS//National Geographic p108: Mark Carrel/Shutterstock.com Unit p41: Philip Lange/ Shutterstock.com, marco mayer/Shutterstock.com, p47: kanate/Shutterstock.com, RAYMOND PATRICK/National Geographic, Courtesy of Amy Russell, Courtesy of Robert Pennicott, Laralova/Shutterstock.com, KEENPRESS/National Geographic, p113: Microstock Man/Shutterstock.com, p162: Jonathan Vasata/Shutterstock.com, Sergey Skleznev/Shutterstock.com, Mario Tama/Getty Images Unit4 p65: National Geographic, p66: BLUMHOUSE PRODUCTIONS I Album/Newscom, Everett Collection, Lario Tus/Shutterstock, Christopher Elwell/Shutterstock, p67: Amy Joh.ansson/Shutterstock.com, Peter Radacsi/Shutterstock.com, p71: Archivio GBB I CONTRASTO/Redux Pictures, p72: WARNER BROS PICTURES I Album/Newscom, Walt Disney/ZUMAPRESS/Newscom, p73: alsamua/Shutterstock.com, JOEL SARTORE/National Geographic, pll6: Angela Waye/Shutterstock.com, Phipatbig/Shutterstock.com, Georgios Kollidas/Shutterstock.com, MIGUEL RIOPA/Stringer/AFP/Getty Images, p217: National Geographic, Annie Griffiths Belt/National Geographic Unit p81: Cristian Amoretti/Shutterstock.com, John Bryson//Time Life Pictures/Getty Images, Everett Collection Inc I Alamy, Evgenyi/Shutterstock.com, p87: Daily Mail/Rex I Alamy, Ben Molyneux/Alamy, Warner Brothers/courtesy Everett Collection, pl67: EpicStockMedia/Shutterstock com, NASA/National Geographic, WILLIAM H BOND/National Geographic Unit p93: Rus S/Shutterstock.com, La Vieja Sirena/Shutterstock.com, Noam Armonn/ Shutterstock.com, Gina Sanders/Shutterstock.com, p95: Jiri Flogel/Shutterstock.com, Felipe Trueba/UPPA/Photoshot/Newscom, Benedictus I Shutterstock.com, Udaix/ Shutterstock.com, James Arrington/iStockphoto.com, pl02: carla castagno/Shutterstock.com, Spencer Platt/Getty Images, AP Photo/Elaine Thompson, Spencer Platt/Getty Images, p167: RICHARD HEWITT STEWART/National Geographic, LYNN JOHNSON/National Geographic, MICHAEL MELFORD/National Geographic Unit pl21: Subbotina Anna /Shutterstock.com, National Geographic, Gianluca Colla /National Geographic, RALPH LEE HOPKINS/National Geographic, MICHAEL NICHOLS/National Geographic, National Geographic, pl27: Reinhold Leitner/Shutterstock.com, JIM WATSON/AFP/Getty Images, National Geographic Unit8 p133: Bobboz /Shutterstock.com, p135: NASA/ SDO/National Geographic, Royal Astronomical Society I Science Source I Photo Researchers, Inc., National Geographic, NASA/National Geographic, ArtisticPhoto I Shutterstock.com, p141: PANORAMIC IMAGES/National Geographic, Davis Meltzer /National Geographic, NASA/CXC/MIT/F.K.BAGANOFF/National Geographic, ESO I National Geographic, p224: Qushe/Shutterstock.com, The Advertising Archives Unit BILL ELLZEY/National Geographic, PAUL CHESLEY/National Geographic, National Geographic, JAMES L STANFIELD/National Geographic, Richard Nowitz /National Geographic, Pictorial Press Ltd/Alamy, GTS Production/Shutterstock.com, KENNETH GARRETT/National Geographic, INTERFOTO I Alamy, The Print Collector/Alamy, KENNETH GARRETT/National Geographic, KENNETH GARRETT/National Geographic, H.M HERGET /National Geographic, Robert Giusti/National Geographic, NED M SEIDLER/National Geographic, imagebroker I Alamy, NED M SEIDLER/National Geographic Unit 10 NED M SEIDLER/National Geographic, DAVID EDWARDS /National Geographic, LYNN JOHNSON/National Geographic, WALTER MEAYERS EDWARDS /National Geographic, Library of Congress Prints and Photographs, NORBERT ROSING/National Geographic, National Geographic, ALISON WRIGHT/National Geographic, PHIL SCHERMEISTER/National Geographic, ROBB KENDRICK/National Geographic, ROBB KENDRICK/National Geographic, TYRONE TURNER/National Geographic, Prisma Bildagentur AG I Alamy Unit 11 p187: CHARLES R KNIGHT/National Geographic, GERRY ELLIS/National Geographic, COLIN PARKER/National Geographic My Shot I National Geographic, JASON EDWARDS I National Geographic, p189: JOEL SARTORE/National Geographic, JOEL SARTORE/National Geographic, JOEL SARTORE/National Geographic, JOEL SARTORE/National Geographic, p195: ROBIN MOORE/National Geographic, BRENT STIRTON/GETTY IMAGES, JIM BRANDENBURG/National Geographic, JIM BRANDENBURG/National Geographic Unit 12 philipjbigg I Alamy, Guido Alberto Rossi/Glow Images, Inc., VOLKMAR K WENTZEL I National Geographic, DAVID ALAN HARVEY I National Geographic, Globe Turner/Shutterstock.com, PRiil VESILIND/National Geographic, ZUMA Wire Service I Alamy, Diverse Images I Getty Images, Peeter Viisimaa/Getty Images , Eric Jamison/Getty Images, Andy Krcipa/Getty Images, ZUMA Press, Inc I Alamy Printed in Canada 12345671716151413 Dedication & Acknowledgments This book is dedicated to the students and teachers who have used ACTIVE Skills for Reading over the past 10 years Since 2002/2003 when the first edition of ACTIVE Skills for Reading was published, thousands of students and teachers have used the book I know that I had no idea that the,series would be this popular and that we would reach the stage of publishing a third edition The pedagogical framework for this series is as viable today as it has ever been As students and teachers use each of the elements of ACTIVE, stronger reading will result My associations with the editorial team in Singapore continue to be some of my greatest professional relationships I express appreciation to Sean Bermingham, Derek Mackrell, Andrew Robinson, and Sarah Tan for their commitment to excellence in publishing I also express appreciation to David Bohlke for his commitment to helping the third edition be stronger than the two previous editions Neil J Anderson The third edition of Active Skills for Reading maintains the ACTIVE approach developed by reading specialist Professor Neil J Anderson, while introducing several significant improvements This new edition now has a full color design, presenting the series' content in an attractive and student­ friendly way Approximately half of the passages have been replaced with new and engaging topics; the rest have been updated It also has a wide variety of text types including articles, journals, biogs, and interviews, with later levels featuring readings based on content from National Geographic Each of the 24 chapters now includes a "Motivational Tips" section from Professor Anderson, reflecting his current research into student motivation and learning His reading charts have also been updated to more accurately tr_ack students' reading fluency and comprehension progress Active Skills for Reading, Third Edition features an Assessment CD-ROM with ExamView® Pro, which has been revised to reflect the needs of learners preparing for standardized tests This latest edition of Active Skills for Reading series is designed to further enhance students' progress, helping them to become more confident, independent-and active-readers Reviewers for this edition ­ Mardelle Azimi; Jose Carmona Hillsborough Community College; Grace Chao Soochow University; Mei-Rong Alice Chen National Taiwan University of Science and Technology; Irene Dryden; Jennifer Farnell Greenwich Japanese School; Kathy Flynn Glendale Community College; Sandy Hartmann University of Houston; Joselle L LaGuerre; Margaret V Layton; Myra M Medina Miami Dade College; Masumi Narita Tokyo International University; Margaret Shippey Miami Dade College; Satoshi Shiraki; Karen Shock Savannah College of Art and Design; Sandrine T ing; Colin S Ward Lonestar College; Virginia West Texas A&M University; James B Wilson; Ming-Nuan Yang Chang Gung Institute of Technology; Jakchai Yimngam Rajamangala University of Technology Reviewers ofthe second edition -� Chiou-Ian Chern National Taiwan Normal University; Cheongsook Chin English Campus Institute, lnje University; Yang Hyun Jung-Ang Girls' High School; Li Junhe Beijing No.4 High School; T im Knight Gakushuin Women's College; Ahmed M Motala University of Sharjah; Gleides Ander Nonato Colegio Arnaldo and Centro Universitario Newton Paiva; Ethel Ogane Tamagawa University; Seung Ku Parl< Sunmoon University; Shu-chien, Sophia, Pan College of Liberal Education, Shu-Te University; Marlene Tavares de Allmeida Wordshop Escola de Linguas; Naowarat Tongkam Silpakorn University; Nobuo Tsuda Kenan University; Hasan Huseyin Zeyrek Istanbul Ki.iltOr University Faculty of Economics and Administrative Sciences Contents / Unit 2' The World of Work Page 11 Computer Culture Page25 Travel Adventures Page39 Review Page53 Haunted by the Past Page 65 A Good Read Page 79 A New Generation of Thinking Page 93 Review Page 107 '- Chapter Reading Skill Vocabulary Skill Real Life Skill Not Your Typical - to-5 Job Magazine article Predicting The Root Word tenltain Reading Job Ads Job Interview Types Web article Skimming for Content Homophones Unmasking Virus Writers and Hackers Reference article Understanding Inference The Root Word plic Female Virus Writer Packs Punch Magazine article Inferring Personality The Root Word graph/graphy Into the Heart of a Family in Casablanca Magazine article Scanning Adverbs of Emotion Travel for Good Magazine article Previewing The Root Word feet Reading Computer Advertising Choosing a Travel Guidebook Fluency Strategy: Muscle Reading Getting That Job Using Social Media Web article Fluency Practice: White Hat and Black Hat Hackers Reference article A Kenyan Safari Journal entry The Vanishing Hitchhikers Reference article Skimming for Main Ideas The Root Word mort The Bell Witch Reference article Identifying Meaning from Context The Root Word , poslpon What Exactly IS a Short Story? Magazine article Recognizing Simile and Metaphor The Root Word scribe An Interview with J.K Rowling Web interview Scanning Phrasal Verbs Emotional Intelligence Reference article Skimming The Root Word tend Left Brains, Right Brains, and Board Games Reference article Identifying Main and Supporting Ideas The Root Word cap Types of Stories Understanding Literary Terms Determining Your Intelligence Fluency Strategy: SQSR; The Ghost Hunter's Bookstore Webpage Fluency Practice: So, You Want to Be a Fiction Writer? Magazine article The Theory of Multiple Intelligences Reference article '\ / - " Chapter Reading Skill Vocabulary Skill Real Life Skill The Mediterranean Diet Reference article Identifying Meaning from Context Numerical Root Words: mono, dee, cent, and mill Understanding Punctuation Arguing For and Against a Topic The Root Word sist Page 119 Genetically Modified Food Newspaper article Beyond Planet Earth Solar Storms Reference article Understanding Inference The Root Word rupt Scanning The Root Word vac Page 133 Star Struck Reference article The Search for Cleopatra Magazine article Identifying Fact Versus Opinion The Prefix ob- Where Inca Kings Lie Reference artiicte Identifying Meaning from Context The Root Word mit Unit It's Dinner Time! Unearthing the Past Page 147 Review Page 161 Remembering What You Read Using a Thesaurus Fluency Strategy: PARCER; Trans Fats in Trouble Newspaper article Fluency Practice: Changes in Our Solar System Reference article Archaeological Methods and Techniques Reference article 10 11 Language and Life Page 173 Wildlife Conservation The Exodus of Languages Magazine artlcle Identifying Cause and Effect The Suffix-a/ Life with the Tarahumaras Newspaper article Identifying Main and Supporting Ideas The Root Words lit and lex The Race to Rescue Koalas Magazine article Understanding Inference The Root Words viv/ genlnat!bio Rhino Wa,s Scanning for Names and Numbers The Prefix non- Page 187 Magazine article 12 Global Beats Brazil: A Musical Melting Pot Reference article Identifying Meaning from Context The Prefix ad- Hip-Hop Planet Identifying Main Ideas Within Paragraphs Phrasal Verbs with up and out Using a Pronunciation Key Animal Terminology The Orchestra Page 201 Magazine article Review4 Ruency Strategy: Reading ACTIVEiy; Language Survivors Newspaper artide Page 215 Fluency Practice: Living on the Edge Magazine article Music and Advertising Reference article Vocabulary Learning Tips Learning new vocabulary is an important part of learning to be a good reader Remember that the letter C in ACTIVE Skills for Reading reminds us to cultivate vocabulary Decide if the word is worth learning now As you read, you will find many words you not know You will slow your reading fluency if you stop at every new word For example, you should stop to find out the meaning of a new word if: a you read the same word many times b the word appears in the heading of a passage, or in the topic sentence of a paragraph-the sentence that gives the main idea of the paragraph Record information about new words you decide to learn Keep a vocabulary notebook in which you write words you want to remember Complete the following information for words that you think are important to learn: healthy New word 1�- Translation Part of speech adjective Sentence where found Oliver is well-known for sharing his secrets of cooking healthy food I exercise to stay fit and healthy Learn words from the same family For many important words in English that you will want to learn, the word is part of a word family As you learn new words, learn words in the family from other parts of speech (nouns, verbs, adjectives, adverbs, etc.) happiness Noun Verb Adjective happy Adverb happily Learn words that go with the key word you are learning When we learn new words, it is important to learn what other words are frequently used with them These are called collocations Here is an example from a student's notebook long take goon next week two-week a short vacation in Italy need summer· with my family have school by myself Create a word web A word web is a picture that helps you connect words together and helps you increase your vocabulary Here is a word web for the word frightened: a frightene d child e asilyfrightened fright (n) te rriblyfrighte ne d scared calm terrifi e d Memorize common prefixes, roots, and suffixes Many English words can be divided into different parts We call these parts prefixes, roots, and suffixes A prefix comes at the beginning of a word, a suffix comes at the end of a word, and the root is the main part of the word In your vocabulary notebook, make a list of prefixes and suffixes as you come across them On page 238 there is a list of prefixes and suffixes in this book For example, look at the word unhappily pre fix: un- (me aning not) suffix: -ly (me aning an adverb) - unhappily root: happy Regularly review your vocabulary notebook You should review the words in your vocabulary notebook very often The more often you review your list of new words, the sooner you will be able to recognize the words when you see them during reading Set up a schedule to go over the words you are learning Make vocabulary flash cards Flash cards are easy to make, and you can carry them everywhere with you You can use them to study while you are waiting for the bus, walking to school or work, or eating a meal You can use the flash cards with your friends to quiz each other Here is an example of a flash card: translation cut Front potong �)J� example sente nce � a le He is cutting an pp Back Tips for Fluent Reading Find time to read every day Find the best time of day for you to read Try to read when you are not tired By reading every day, even for a short period, you will become a more fluent reader Look for a good place to read It is easier to read and study if you are comfortable Make sure that there is good lighting in your reading area and that you are sitting in a comfortable chair To make it easier to concentrate, try to read in a place where you won'� be interrupted Use clues in the text to make predictions Fluent readers make predictions before and as they read Use the title, subtitle, pictures, and captions to ask yourself questions about what you are going to read Find answers to the questions when you read After reading, think about what you have learned and decide what you need to read next to continue learning Establish goals before you read Before you read a text, think about the purpose of your reading For example, you just want to get a general idea of the passage? Or you need to find specific information? T hinking about what you want to get from the reading will help you decide what reading skills you need to use Notice how your eyes and head are moving Good readers use their eyes, and not their heads, when they read Moving your head back and forth when reading will make you tired Practice avoiding head movements by placing your elbows on the table and resting your head in your hands Do you feel movement as you read? If you do, hold your head still as you read Also, try not to move your eyes back over a text You should reread part of a text only when you have a specific purpose for rereading, for example, to make a connection between what you read previously and what you are reading now Try not to translate Translation slows down your reading Instead of translating new words into your first language, first try to guess the meaning Use the context (the other words around the new word) and word parts (prefixes, suffixes, and word roots) to help you guess the meaning � , , - � • " • � ' h ' t '> ,., � � · / I : Read in phrases rather than word by word Don't point at each word while you read Practice reading in phrases-groups of words that go together Engage your imagination Good readers visualize what they are reading They create a movie in their head of the story they are reading As you read, try sharing with a partner the kinds of pictures that you create in your mind Avoid subvocalization Subvocalization means quietly saying the words as you read You might be whispering the words or just silently saying them in your mind Your eyes and brain can read much faster than you can speak If you subvocalize, you can only read as fast as you can say the words As you read, place your finger on your lips or your throat Do you feel movement? If so, you are subvocalizing Practice reading without moving your lips Don't worry about understanding every word Sometimes, as readers, we think we must understand the meaning of everything that we read It isn't always necessary to understand every word in a passage in order to understand the meaning of the passage as a whole Instead of interrupting your reading to find the meaning of a new word, circle the word and come back to it after you have finished reading Enjoy your reading Your enjoyment of reading will develop over time Perhaps today you not like to read in English, but as you read more, you should see a change in your attitude The more you read in English, the easier it will become You will find yourself looking forward to reading Read as much as you can The best tip to follow to become a more fluent reader is to read whenever and wherever you can Good readers read a lot They read many different kinds of material: newspapers, magazines, textbooks, websites, and graded readers To practice this, keep a reading journal Every day, make a list of the kinds of things you read during the day and how long you read each for If you want to become a more fluent reader, read more! � -�,, Unit Chapter v to put oneself forth forcefully, become aggressive: She finally asserted herself and gained the attention of her superiors cue /kyu:/ n an action or event that is a signal for something else to happen: The band director gave the cue for the solo performer to start playing dominate /1 dom� ne1t/ v to have or use power or command over: Women are no longer dominated by men intimate /mt�m1t/ adj very close or familiar: We have had an intimate friendship since we were young malicious /m�'hJ�s/ adj with intent to cause harm or pain: He was spreading malicious lies about his ex-girlfriend perceive /p �r'si:v/ v to understand or think of something or someone in a particular way: A person who is colorblind does not perceive colors the way most people perpetrator /'p3:rp1 tre1t�r/ n a person who commits a crime: The police arrested the perpetrator soon after he stole the watch assert fa s3:rt/ relinquish /n'h1Jkw1J/ v to give up, hand over, to surrender: The author relinquished all rights to the book in exchange for a million dollars v to make a copy of something, to reproduce: Scientists are trying to replicate the experiment to make sure it achieves the same outcome rationale /lreJ�'nrel/ n reason(s) to something, the purpose for an action: There's no rationale for buying a new car when you have a perfectly good one already replicate /'rep h ke1t/ Chapter2 cordial l'b:rd3�l/ adj warm, friendly: Everyone at the party was cordial to each other counter l'kaunt�r/ adv in the opposite direction or in conflict with: It's very hard to trust Eric as his actions always run counter to what he tells people cunning l'kAmIJI adj clever and deceitful: Poker is a game where you have to be cunning and able to fool people to win decline /di:'klam/ v to refuse, usually politely: He declined our invitation to dinner groomed /gru:md/ adj how neat and tidy (we/I-groomed) or badly kept (badly-groomed) something is: They hired a gardener who kept the garden beautifully groomed immaculate /i:'mrekyJlet/ adj perfect, without any mistakes or bad parts: The ballet dancer's performance was immaculate mangle /'mreIJgJI/ v to damage badly, to mutilate or deform: Our photocopy machine mangles pieces of paper when it is not working correctly play along /ple1 J loIJ/ phr v pretend to agree or cooperate: I decided to play along with his joke for a while to see what would happen prodigy /'p rod1d3i/ n a genius, someone of great natural ability: She was a child prodigy on the violin vandalism /'vrendl 1zJm/ n the crime of deliberately damaging things, especially public property: Vandalism, such as breaking windows, is a problem in this neighborhood Unit Chapter v to puzzle out, figure out the meaning of something: His handwriting is so bad that I can't decipher his note exclaim 1Ik skle1m/ v to cry out or shout: "I'm insulted!" he exclaimed decipher /d1 sa1far/ 228 Vocabulary Glossary fervently /'fa:rv�nt/ adv believing or feeling something very strongly and sincerely: The actor fervently denied reports that he was leaving the film industry giggle /' g1g�l/ v to laugh in a childlike way, usually when nervous, amused, or embarrassed: The fans giggled when the rock star shook their hands inquire /m kwai�r/ v to ask about something: I inquired about job openings via the company's website jaded l'd3e1d1d/ adj bored, tired, or unenthusiastic, usually from doing something for too long: He can sound really jaded at times lapse /heps/ v to fall gradually into doing something: The patient lapsed into unconsciousness pristine /'pnsti:n/ adj pure, especially in nature, unspoiled: We hiked through pristine wilderness in Alaska radiant /'re1di�nt/ adj having a bright shine, glowing: The faces of the bride and groom were radiant at their wedding streak /stri:k/ n a long stripe or mark on something: The little boy had a streak of mud running across his face Chapter2 capacity /b pres1ti/ n the ability to something: Human beings have a great capacity to adapt to their living situations conviction /bn v1kJ�n/ n a very strong belief or opinion: Peter has such strong convictions on politics that you will never change his mind eradicate II'rred1 ke1t/ v to get rid of something (like a disease or a problem) completely: It's hard to eradicate a disease like malaria in developing countries gregarious /gn' ge�ri�s/ adj friendly and outgoing: Melissa has school friends; she is a very gregarious child initial II'mJ�l/ adj happening at the beginning: Heather's wedding was initially planned for June but had to be postponed until August mind-set /'mamd,set/ n someone's general attitude, and the way in which they think about things and make decisions: If you want to be happy you'll need to have a positive mind-set motto /'motou/ n a short sentence or phrase explaining the aims or beliefs of a person or group: "Do it right or don't it at all" is my motto obscure fab'skyu�r/ adj not well known: You probably haven't heard of my favorite band; they're a bit obscure philanthropy /fI'lrener�pi/ n the practice of giving money and help to people who are poor or in trouble: Amanda got involved with philanthropy by working with a local charity scale /skeII/ n the size or extent of something, usually describing something big: The company didn't realize the scale of the problem until customers started complaining Unit4 Chapter astonished fa'stomJt/ adj very surprised, amazed: I continue to be astonished at how much food my teenage son can eat build /b1ld/ n the shape and size of someone's body: Even as a child, Janice had a larger build than the other girls chilling /'tJilnJI adj disturbing or frightening: We heard chilling news of a murder in our small town disconcerting /1d1sk�n1s3:rt1IJ/ adj causing someone to feel anxious, confused, or embarrassed: It was disconcerting how calm the child was at her mother's funeral Vocabulary Glossary 229 engrossed /en'groust/ adj having all one's attention or interest absorbed by someone or something: Tony didn't sleep all night because he was too engrossed in his book fear the worst /fldr od w3:rst/ exp to think something unpleasant might have happened: We feared the worst for his safety after not hearing from him in a week imprint IIm'prmt/ n the mark left after being pressed: A peach is so soft that even picking one up can leave an imprint puzzled l'pAzdl/ adj confused and unable to understand: Jack hired a car to pick him up at the airport and was puzzled when it didn't show up unsuspecting IAn sdspekt1IJ/ adj not knowing that something is happening or going to happen: She threw a surprise party for her unsuspecting husband vanish l'vremJ/ v disappear suddenly or in a way that cannot be explained: The police are trying to locate the car that vanished from the murder scene Chapter2 indifferent /m d1frdnt/ adj not caring, without feeling: It is hard to remain indifferent to the suffering of others nerve-racking I'm: rvlrek1IJ/ adj stressful; causing fear and nervousness: The flight was nerve-racking because of the storm prevailing /pn ve1hIJ/ adj usual, frequent: The prevailing wind is from the west in this area recount /ri:'kaunt/ v to tell someone a story or describe a series of events: The men recounted the events of the day around the campfire rouse /rauz/ v to awaken and get up: Deaf people can use a kind of alarm clock that will gently shake the bed and rouse them from their sleep summon l'sAmdn/ v to urgently call upon or send for: My boss summoned me over to discuss the work crisis swear /swedr/ v to make a solemn promise or vow: He swears that he wil everything he can to help us taunt /t::>:nt/ v to tease with unkind remarks; to mock: The crowd at the local football stadium taunted the opposing team torment /t::>:r ment, t::>rment/ v to cause extreme mental suffering or to make miserable: Memories of her childhood sometimes returned to torment her vengeance l'vend3dns/ n a harmful act in revenge: He is seeking vengeance for the murder of his brother Unit Chapter anecdote l'remk,dout/ n short story, especially about one's own experiences: The sailor tells amusing anecdotes about his travels arbitrary l'o:rb1 treri/ adj based on personal or random choice, without any reason or plan: We picked the first hotel we found online; it was completely arbitrary exquisite IIk'skwIZit/ adj extremely beautiful: The view from the top of the mountain was exquisite facet l'fres1t/ n part, aspect: The issue that we're facing now has many legal and financial facets insight l'm sa1t/ n a clear understanding of something: The consultant was hired to give the team insight into how to move their business to Asia precision /pn s13dn/ n something that is done exactly the way it should be: The dress was made with precision; every stitch is perfect presume /pn'zum/ v to think that something is true, although you are not certain; assume: Lorie did not know who was knocking on the door but presumed it was Mrs Peterson 230 Vocabulary Glossary profound /prJ faund/ adj intellectually deep, wise: The book had a simple but profound message that all life, no matter how small, had value reinforce /li:m fo:rs/ n to add strength to something, make it stronger: Having steel rods in the concrete structures helps reinforce the building sparse /spa:rs/ adj small in number or amount: The sparse vegetation will not support much wildlife Chapter2 amuse /J myu:z/ v to entertain or make someone laugh or smile: One way to amuse a cat is to give it a ball of yarn to play with basis lbe1s1s/ n the facts, ideas, or things from which something can be developed: The questions at the back of the book can form the basis of our book club discussion diagram lda1J grrem/ n a drawing with markings to show how something is put together or works: The engineer drew a diagram of a telephone circuit (a machine, ventilation system, etc.) divorced /d1 vours/ adj no longer married to your wife or husband: He is divorced, with a young son exaggerated hg zred3le1t1d/ adj larger, better, worse, or more important than it really is: Fears of a terrorist attack are greatly exaggerated in terms of /m t3:rm Jv/ exp used to introduce a detail or specific part of an event or situation: Taichung is a better place to live than Taipei, in terms of weather conditions infant lmfant/ n a baby: The mother held an infant in her arms plot /plot/ n the main events of a story: The movie had an interesting plot, but I didn't like any of the characters set out /setaut/ v to start something with a goal in mind: The school hockey team set out to win the national championships settle on lsetlon/ phr v decide on something: After looking through many designs, we finally settled on the one which was quite reasonably priced Unit Chapter across the board /J kr::>s OJ b:,:rd/ adj applies to everyone: The government announced that there would be tax cuts across the board astute /J styu:t/ adj intelligent and well-judged: She is an astute investor in the stock market and always knows which stocks to avoid empathy /empJ8i/ n the ability to share or understand another person's feelings (attitudes, reasons, etc.): Even very young children are capable of empathy endow /en dau/ v to have or to be given something: He is lucky to be endowed with good looks and intelligence impulse /1mpAls/ n a sudden urge or desire to something without thinking carefully first: She couldn't resist the impulse to look at him prone to /proun tu: I adj inclined toward, likely to something: He is prone to forgetting his car keys rational lrreJJnl/ adj based on reason rather than emotion: Drinking alcohol prevents people from making rational decisions restraint /dstremt/ n not acting with full force, and in control of emotions or power; moderation: Even though the mother was very angry, she acted with restraint and didn't yell at her child Vocabulary Glossary 231 stabil_ityJst;) b1hti/ n a state of very little change or upset: There is political stability in the country, now that the war is over track down /trrek daun/ phr v to find someone or something after a long or difficult search: Paul finally managed to track down his old friend from high school Chapter2 allude to fa'lu:d tu: I phr v to mention something in an indirect way: The politician alluded to the media that she might not run for office again conceive /bn'si:v/ v to think of a plan or idea and work out how it can be done: He conceived his business plan a year ago but hasn't done anything to advance it criteria /kra1 t1;)ri· ;)/ n rule used to judge something; standard of measurement: Many people have a very narrow criteria of success which usually includes having a prestigious job and making lots of money dynamics /da1 nrem1ks/ n the forces or factors that shape a situation or relationship: The psychologist has a good understanding of family dynamics fine-tune l'fam t(i)u:n/ v make small adjustments in order to improve something: The engineering team fine­ tuned the race car to make it go faster forefront l'fa:r/tAnt/ n a leading or influential position: They have been at the forefront of the movement for political change gifted l'g1ft1d/ adj having a special natural ability: She is a gifted violinist hypothesis /ha1 o8;)s1s/ n a working theory: Scientists experiments to see if their hypotheses work in conjunction with /m bn d3AIJkJdn w18/ exp working or happening with something else: The study was done in conjunction with the national auto worker's association novelty l'nov;)lti/ n something new and unusual: It is a novelty to visit an amusement park for the first time p Unit Chapter adhere to /red h1;)rtu:/ phr v to obey; to follow strictly: The vehicle accident rate in my country is high because people don't really adhere to traffic laws bulk lbAlk/ n majority: The bulk of my income comes from my job at the local restaurant correlate l'kord le1t/ v a close similarity or connection between things: Ce// phone use correlates with age; younger people use them much more often intake /'m te1k/ n the amount of food or drink put into one's body: Your intake of sugar increases with the amount of soda you drink rule out /ru:laut/ phr v to decide something is not possible: Since we have ruled out the possibility of buying a new car, we must get the old one fixed sparingly l'spcdnIJlil adv used in very small amounts: The doctor says I have high blood pressure and should use salt sparingly in my food staple l'ste1 �I/ n common or important item: Olive oil is a staple of the Greek diet therapeutic / 8er;) yu:t1k/ adj healing, curative: The mineral waters of the spa have a therapeutic effect on people with arthritis validate /vrelI de1t/ v to confirm; to prove or confirm something: A witness validated the man's story about the robbery yield /yi:ld/ v to produce a result: The discussion yielded many new ideas p p 232 · Vocabulary Glossary Chapter2 alert 813:rt/ v to bring to the attention: We alerted the hotel staff to the suspicious package in the hall ambiguity / remb1 gyu1ti/ n something that is not clear, and has more than one meaning: The ambiguity of the case made it hard for the jury to make a decision attribute to /d tnbju:t tdl phr v to be credited; be the reason for: His success can be attributed to his talent and hard work eliminate II'Inrn ne1t/ v to completely remove something unnecessary or unwanted: The editor went through the manuscript and cut sentences that were unnecessary generate /'d3endle1t/ v to make something happen; to produce: Advertising has generated a big increase in demand for the product mandatory /mrendd t:,ri,- touri/ adj required; dictated by law; compulsory: The law makes it mandatory for children to go to school until they reach the age of 16 progressive /prd gres1v/ adj new or modern: Jack sends his son to a progressive school that does not assign any homework proponent /pr:, poundnt/ n a supporter; someone who favors something: That senator is a proponent of lowering taxes revolve around /n'volv d'raund/ phr v to center upon or have as a focus: His life revolves around his family texture /'tekstJdr/ n the visual pattern and degree of smoothness or roughness of a material: Wool flannel has a smooth, soft texture Unit Chapter catastrophic / kret:, strof1k/ adj terrible, involving destruction and suffering: The bombing in the town square caused catastrophic damage deploy /d1 pb1/ v to put in place and be ready for use: The military deployed troops to help with rescue operations after the earthquake disrupt /d1s rApt/ v interrupt, stop, or disturb something: The child's outburst disrupted their conversation divert /dl'v3:rt/ v to change in direction: Tom diverted his gaze so Julie wouldn't realize he had been staring at her entangle /en tre1Jg:)I/ v to be twisted ot caught in something: Dolphins frequently get entangled in fishing nets meant for catching tuna hurtle /h3:rtl/ v to move toward something very fast, usually in a violent way: The woman saw the baseball hurtling toward her and managed to avoid it mere /Jmdr/ adj emphasizes that something is small or unimportant; only: The ice cream cost a mere fifty cents spectacular /spek trekydbr/ adj very impressive: The fireworks display was spectacular squash /skwoJ/ v press or crush with enough force to injure or damage someone or something: The dog lay in the flower bed and squashed my grandmother's prized flowers surge /s3:rd3i v a sudden increase: The applause from the audience gave the actors a surge of energy Chapter2 bleak /bli:k/ adj cold and hopeless: Clara's prospects of finding a decent job were bleak in the current economic climate congregate lko1Jgn gc1t/ v to gather or come together in a group: We're no longer allowed to congregate in the pantry Vocabulary Glossary 233 I ,